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| How To Use Behavioral Systems Analysis to Establish and Maintain Professional and Ethical Behavior in the Workplace |
| Monday, March 18, 2024 |
| 9:00 AM–12:00 PM |
| Caesars Palace; Palace Ballroom 3 |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Matthew T. Brodhead, Ph.D. |
| MATTHEW T. BRODHEAD (Michigan State University) |
 Matthew T. Brodhead is an Associate Professor at Michigan State University. Dr. Brodhead’s research examines focused social skill interventions for children with autism. He also writes about conceptual issues relating to the ethical and professional behavior of practicing behavior analysts. He currently serves as an associate editor for the Journal of Behavioral Education, Behavior Analysis in Practice, and the Journal of Developmental and Physical Disabilities. |
| Description: Professional and ethical behaviors are critical for high quality care and consumer protection. By using behavioral systems, behavior analysts may increase the probability of employees engaging in professional and ethical behaviors. This presentation will survey the basic components of behavioral systems analysis (BSA) and how BSA may be used in practice to promote ethical behavior. Ultimately, this presentation aims to provide a pragmatic, solutions-oriented, and socially-valid approach to ethics that focuses on teaching employees “what to do” in certain situations, instead of using a punitive “how not to behave” approach for employee management. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify the six steps of behavioral systems analysis; (2) describe an example of how to use behavioral systems analysis to improve ethical behavior during one on one supervision; (3) describe an example of how to use behavioral systems analysis to improve ethical behavior during group supervision |
| Activities: Presentation and Discussion |
| Audience: Behavioranalysts, ABA professionals, students. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Building Meaningful Language Repertoires with the PEAK Relational Training System |
| Monday, March 18, 2024 |
| 2:00 PM–5:00 PM |
| Caesars Palace; Palace Ballroom 3 |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Mark Dixon, Ph.D. |
| MARK DIXON (University of Illinois at Chicago) |
 Dr. Dixon is a Board Certified Behavior Analyst – Doctorate and a clinical professor at the Department of Disability and Human Development. Dr. Dixon has published 12 books, over 230 peer reviewed journal articles, and delivered 1000s of presentations around the globe. His research and/or expert opinions have been featured in Time Magazine, Newsweek, The New York Times, National Public Radio, This American Life, and Netflix’s series Bill Nye Saves the World. Dr. Dixon cares for individuals and their families impacted by autism and other developmental disabilities through his innovative research that guides practice. He has generated millions of dollars of funding to infuse behavior analysis within local schools and treatment facilities and created multiple clinics for persons diagnosed with autism and related conditions. |
| Description: This workshop will provide attendees with the theoretical conceptualization, empirical evidence, and technological know-how of the PEAK Relational Training System. During the time together, a brief overview will be presented on how human language forms via relational frames, and how such abilities and deficits can be quickly evaluated in clients of any age. Afterwards, attendees will practice assessing for client abilities using the PEAK Comprehensive Assessment (PCA), and score interpretations will be cast in terms of medical and educational necessity. Finally a number of example treatment programs will be constructed in real time, and their delivery practiced among attendees. Workshop completion will yield a general skillset to describe present levels of language (from basic verbal operants, generalized relating, stimulus derivations, and complex relational framing), the intervention approach needed to make positive gains occur, and effective ways to progress monitor client outcomes. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Describe the scope of client abilities evaluated when using the PEAK Relational Training System assessment methods. 2. Articulate the mechanism used to interpret assessment scores and build corresponding intervention programs using the PEAK treatment model. 3. Successfully articulate and write goals that address autism symptomatology and medical/educational necessity. 4. Describe the advantages of treating a greater scope of language abilities than just basic verbal operants alone. 5. List and perform the steps necessary to complete the assessment of language skills using PEAK. 6. List and perform the steps necessary to design and implement treatment programs using PEAK. 7. Understand and describe the method of changing existing VB-only based treatment plans to those which utilize PEAK. |
| Activities: Lecture and guided practice |
| Audience: Behavior analysts, ABA professionals, graduate students |
| Content Area: Practice |
| Instruction Level: Intermediate |